Welcome to Milton High School's FITQUEST.
Welcome to Milton High School's FITQUEST.
We are going to work together to maintain or create a heart healthy lifestyle for you. My job is to provide you with the sources, ideas, techniques, etc. to help you achieve this goal. The units introduced in class will provide you with an introduction to and general information about various areas of fitness. I expect you will become familiar with the following:
The Task
Record your heart rates daily on the calandar provided by Mrs. Boyd.Take your heart rate three times per class.At the beginning of class, prior to any activity.At the end of the class activity.
Five minutes after the active heart rate taken at the end of the day's activity. Usually this will be done in the locker room after changing back into your school clothes.
Also record the dominant activity of the day.
For one day you are to record everything you eat and/or drink. You are required to make accurate measurements of every morsel that enters your mouth. You are to also accurately record every expenditure of energy, every physical thing you do and how long you do it. The idea is to discover if your energy input is equal to, greater than, or less than your energy output.
PROCESS
Pulse counting - We will take our pulse counts in one of two locations:
- Radial - On the wrist, below the thumb.
- Carotid - On the neck, behind the adams apple.
Take this pulse count with your fingers, not your thumb (the thumb has it's own pulse).
In this class we will take the pulse count for ten seconds and multiply that number by six to get your one minute pulse or beats per minute. The pulse is counted for only ten seconds and not one full minute because your pulse rate may slow down during the minute, ten seconds is a more accurate measure.
You are to spend one day writing down everything that you eat or drink. Be sure to include every morsal and drink that enters your mouth.
You are to also write down every activity and the time spent on it. Include everything: Sleeping, eating, walking, sitting, everything.
Do a comparison of the energy imput and the energy output. How did you do?
A written report of this project will be turned in. It will include a recap of all that you ate and drank, all the activities and time spent on each activity, and your comparison of the input and output. You may extend this to include ideas on future diet and exercise.
Resources
Heart ratesWe are trying to establish your TARGET HEART RATE ZONE. This is the heart rate that will have the greatest benefit to you and your need to derive aerobic benefit from exercise and therefore maintain a heart healthy lifestyle.First we must establish your maximum heart rate, the highest rate your heart is likely to beat. This would be 220 minus your age. Example for a 15 year old: 220 - 15 = 205. A 15 year olds maximum heart rate would be 205.The target heart rate zone is between 60 and 80 percent of your maximum heart rate. Example for a 15 year old:
205 X .6 (60%) = 123 and205 X .8 (80%) = 164
so the target heart rate zone for a 15 year old is between 123 beats per minute and 164 beats per minute.
FIT PRINCIPAL
The three components of a good Cardiovascular work-out are:FREQUENCY - the number of times per week you should exercise. Daily exercise is ideal, but the minimum is three.
INTENSITY - is achieving your personal target heart rate zone
TIME - or duration, is at least 20 to 30 minutes. Longer is always even better.
Find a calorie chart and calculate all the calories you consumed in your target 24-hour period.Find out how many calories were burned for every activity you engaged in.
Compare these two items and discover, for that one day, how your calorie input compared to your calorie output.
Evaluation
Exceeds the standard Meets the standard Below the standard Far below the standard Maintains the calandar with all three heart rates and the daily activity. Always does this at the appropriate time, never misses.
Maintains the calandar with all three heart rates and the daily activity.
Maintains the calandar with all three heart rates and the daily activity, but misses occasionally or completes calandar a day or two late (like on Friday when you realize the portfolios will be checked).
Rarely, if ever fills out heart rate calandar.
Meets the standard Far below the standard Records energy input, energy
output, compares the two and creates a personal plan to
improve or maintain level of fitness through diet and
exercise. Records energy input, energy
output, and compares the two. Records either energy input or
energy output or both, but does not do a comprison of the
two. Makes no attempt to keep track of
energy input or energy output.
Conclusion
I hope you have kept track of your heart rates this semester. If you have, you have learned several things. You have learned how to take your heart rate.You have learned how different activities effect your active heart rate. You have learned which activities bring you into your target heart rate zone. And you have learned what it takes to keep that heart rate up for 20 to 30 minutes in order to experience an aerobic benefit. WAY TO GO!!!!!To continue to explore more fitness ideas try exploring the "net" to find more places to see what other students are doing to maintain a heart healthy lifestyle. May I suggest:
Fitness health risk assessment
Young teen information
Why exercise?
Your job was to keep track, for one day, of everything you eat and drink and every activity you engaged in. The idea is to find out if you are active enough to eat the way you do. How does you input compare to your output. Do you eat enough, too much, or just enough? Do you exercise enough, too much, or just enough? The next thing to look at is whether or not you eat a balanced diet.Here are some other places for you to visit on this topic:
Meal planning
Look like a model
Inspiration for your perspiration
Standards
Students make informed healthy choices that positively affect the health, safety, and well being of themselves and others.Design and practice maintaining a daily plan which allows for a balance in work, play, relaxation, exercise, rest, and nutrition. Analyze food content using labels for nutrients, calories, fat, fiber, sodium, vitamins and minerals.
Students demonstrate an understanding of the human body--heredity, body systems, and individual development--and understand the impact of the environment on the human body.
